I'm so proud of my little girl. She has had quite a summer of communication growth!
Saturday, August 20, 2011
Thursday, August 11, 2011
Tuesday, August 9, 2011
A Charmer of a Video
If the setting isn't beautiful enough, the exclaimation at the end will make you smile.
Wednesday, August 3, 2011
Lucy Lovin Her Plants
Lucy is encouraged to use her switch to shower her plants with recorded messages of love and adoration. She will use switches only when she cares enough. Something tells me she cares about her plants.
Saturday, July 30, 2011
Excerpt from the inspiring book, Widening the Circle, Mara Sapon-Shevin
I am reading the book, Widening the Circle and highly recommend. I can see the next few posting being dedicated to the sharing of Sapon-Shevin's profound words:
When we call others' dreams "unrealistic," we say more about our own limitations (of imagination and commitment) than we do about those whom we criticize. It is not unreasonable for all parents to hope that their children will have meaningful relationships with a wide range of people, receive an appropriate education and be seen as valued and necessary parts of the school community and the broader society. Some people saw the Civil Rights movement as unrealistic and impossible, and they argued that racial segregation was desirable and inevitable. Though those struggles continue, we are more conscious that our belief systems about what is possible shape our willingness to take risks and change.
I offer this passage as a call to arms. Will you join me?
When we call others' dreams "unrealistic," we say more about our own limitations (of imagination and commitment) than we do about those whom we criticize. It is not unreasonable for all parents to hope that their children will have meaningful relationships with a wide range of people, receive an appropriate education and be seen as valued and necessary parts of the school community and the broader society. Some people saw the Civil Rights movement as unrealistic and impossible, and they argued that racial segregation was desirable and inevitable. Though those struggles continue, we are more conscious that our belief systems about what is possible shape our willingness to take risks and change.
I offer this passage as a call to arms. Will you join me?
Friday, July 29, 2011
Some observations from last school year
Today, I've just got a couple questions rolling around my mind. There is a girl in Lucy's class that literally destroys things when she gets her hands on them. One day I witnessed the adults in the room make sure she couldn't get her hands on the $.29 pinwheel somebody brought in for a book report because she would tear it apart. Why are the adults in the room not finding things she can actively rip apart if that is what she is interested in doing. Maybe by pinwheel #101 she'd be interested in figuring out something else about it? Seriously, am I the only one who sees that path?
There is a boy in Lucy's class who is often crying. About exactly what we can only guess. He's not tellin. During an activity, I once saw him become very interested in the act of hitting a switch (an electronic activation device) turning on a fan that faced him. He loved it, clearly loved it. He certainly wasn't crying at the time. And, he was motivated to activate the switch again and again. Now wouldn't you think that no matter what the scheduled activity was the next day that his teacher's would notice that this was a learning opportunity for the boy and create choice options for him? I never saw that fan again and I bet he didn't either.
In my own classroom, I witnessed an Instructional Aid tell an eager kid with an IEP to put her hand down, she was asking too many questions. (mind you, this was during an opening activity in which I was introducing an artist to students) Yeah, I get that kids need to learn how to share the spotlight. They do. But is the answer to manually schmoosh the eagerness out of them by making them feel as though they've done something wrong by asking and responding? Or is it to give them the attention they need and guide towards the more appropriate behavior?
Man, nobody gets a smack down like a special needs kid. I think that sometimes we are training our "special" kids to fit in in ways that make us most comfortable rather than teaching to who they are. Which, by the way, is what is happening in the most progressive educational atmospheres. These are places that seek to gather information about who a child is and what drives them as natural fuel for the fires of learning. Isn't that what we want for our kids? It's what I want for mine...
There is a boy in Lucy's class who is often crying. About exactly what we can only guess. He's not tellin. During an activity, I once saw him become very interested in the act of hitting a switch (an electronic activation device) turning on a fan that faced him. He loved it, clearly loved it. He certainly wasn't crying at the time. And, he was motivated to activate the switch again and again. Now wouldn't you think that no matter what the scheduled activity was the next day that his teacher's would notice that this was a learning opportunity for the boy and create choice options for him? I never saw that fan again and I bet he didn't either.
In my own classroom, I witnessed an Instructional Aid tell an eager kid with an IEP to put her hand down, she was asking too many questions. (mind you, this was during an opening activity in which I was introducing an artist to students) Yeah, I get that kids need to learn how to share the spotlight. They do. But is the answer to manually schmoosh the eagerness out of them by making them feel as though they've done something wrong by asking and responding? Or is it to give them the attention they need and guide towards the more appropriate behavior?
Man, nobody gets a smack down like a special needs kid. I think that sometimes we are training our "special" kids to fit in in ways that make us most comfortable rather than teaching to who they are. Which, by the way, is what is happening in the most progressive educational atmospheres. These are places that seek to gather information about who a child is and what drives them as natural fuel for the fires of learning. Isn't that what we want for our kids? It's what I want for mine...
Tuesday, July 26, 2011
My Worst Educational Nightmare
I believe that my worst nightmare about Lucy's education has come true. Lucy is being treated as though she will not change and grow. She is being taken care of, i.e.: diaper changes, feedings, maintenance based care. I don't believe that Lucy's teachers see her as a learner or as an independent child.
I see Lucy as just another kid who wants to know about the world and is capable of knowing about the world she lives in. She is most capable of knowing, experiencing and learning when the adults in her life adapt situations and environments to fit her unique abilities and needs. What does Lucy like and respond to? How can we best position her so that she may access the environment? Are we communicating with her so that she is involved in the process rather than having things done to her? And so that she is building communication skills? She has them. You just have to slow down to recognize them.
I believe that we no longer keep kids like Lucy locked away at home. Now we keep them locked away from learning in the classroom they inhabit.
I see Lucy as just another kid who wants to know about the world and is capable of knowing about the world she lives in. She is most capable of knowing, experiencing and learning when the adults in her life adapt situations and environments to fit her unique abilities and needs. What does Lucy like and respond to? How can we best position her so that she may access the environment? Are we communicating with her so that she is involved in the process rather than having things done to her? And so that she is building communication skills? She has them. You just have to slow down to recognize them.
I believe that we no longer keep kids like Lucy locked away at home. Now we keep them locked away from learning in the classroom they inhabit.
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